Editorial: What is at the Heart of Teaching and Learning in a Post-pandemic Recovery World?

Alibudbud R (2021) On online learning and mental health during the COVID-19 pandemic: Perspectives from the Philippines. Asian Journal of Psychiatry 66: 102867.

Aubrey S King J Almukhaild H (2022) Language learner engagement during speaking tasks: A longitudinal study. RELC Journal 53(3): 519–533.

Banegas DL (2022) Teacher educators’ funds of knowledge for the preparation of future teachers. RELC Journal 53(3): 686–702.

Bautista JC Gutierrez MR (2022) A grounded theory on the comprehension processing of teachers as ESL readers of multimodal still visuals. RELC Journal 53(3): 582–596.

Benito-Osorio D Peris-Ortiz M Armengot CR , et al. (2013) Web 5.0: The future of emotional competences in higher education. Global Business Perspectives 1(3): 274–287.

Cataudella S Carta SM Mascia ML , et al. (2021) Teaching in times of the COVID-19 pandemic: A pilot study on teachers’ self-esteem and self-efficacy in an Italian sample. International Journal of Environmental Research and Public Health 18(15): 8211.

Hadar LL Ergas O Alpert B , et al. (2020) Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the COVID-19 crisis. European Journal of Teacher Education 43(4): 573–586.

Hamada Y (2022) Developing a New Shadowing Procedure for Japanese EFL Learners. RELC Journal 53(3): 490–504.

Ho E (2022) Online peer review of oral presentations. RELC Journal 53(3): 712–722.

Jeon H (2022) Exploring the nature of teaching for transfer in EAP: A case study. RELC Journal 53(3): 627–641.

Kong ML Kang HI (2022) Identity and accents: Do students really want to speak like native speakers of English? RELC Journal 53(3): 505–518.

Lee BJ (2022) Enhancing listening comprehension through kinesthetic rhythm training. RELC Journal 53(3): 567–581.

Leeming P Aubrey S Lambert C (2022) Collaborative pre-task planning processes and second-language task performance. RELC Journal 53(3): 534–550.

Lu YH (2022) A case study of EMI teachers’ professional development: The impact of interdisciplinary teacher collaboration. RELC Journal 53(3): 642–656.

Ma K Chutiyami M Zhang Y , et al. (2021) Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators. Education and Information Technologies 26(6): 6675–6697.

Maia AADM (2022) English language teacher education and the multiliteracies pedagogy: Constructing complex professional knowledge and identities. RELC Journal 53(3): 657–671.

Nazari M (2022) Plan, Act, Observe, Reflect, Identity: Exploring teacher identity construction across the stages of Action Research. RELC Journal 53(3): 672–685.

Pham QHP (2020) A corpus-based approach to grammar instruction in IELTS writing classes. RELC Journal 53(3): 723–730.

Sang Y (2022) Research of language teacher identity: status quo and future directions. RELC Journal 53(3): 731–738.

Sze Seau L Azman H (2022) Introducing a responsive multimodal oral presentation pedagogy: Integrating TED videos with Web 2.0, collaborative learning and teacher feedback. RELC Journal 53(3): 703–711.

Vasu KAP Mei Fung Y Nimehchisalem V , et al. (2022) Self-regulated learning development in undergraduate ESL writing classrooms: Teacher feedback versus self-assessment. RELC Journal 53(3): 612–626.

Werang EA Harrington M (2022) Avoiders and embracers: Attitudes towards L1 use by Indonesian EFL student teachers. RELC Journal 53(3): 551–566.

Yang C (2021) Online teaching self-efficacy, social–emotional learning (SEL) competencies, and compassion fatigue among educators during the COVID-19 pandemic. School Psychology Review 50(4): 505–518.

Yang L Coxhead A (2022) A corpus-based study of vocabulary in the new concept English textbook series. RELC Journal 53(3): 597–611.